school psychology practicum and internship handbook
TRANSCRIPT
SCHOOL PSYCHOLOGY PRACTICUM
AND
INTERNSHIP HANDBOOK
SCHOOL PSYCHOLOGY PROGRAM
Department of Psychology
University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117
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OVERVIEW
This handbook is intended to describe various facets of the professional training sequence
involving the Professional Seminar & Practicum in School Psychology I & II and Internship
in School Psychology I & II for students in the NASP Approved and CAEP Recognized
School Psychology Program at the University of Hartford. The overall intention of this
sequence is to provide students with a series of supervised, school-based, professional
experiences involving the delivery of school psychological services under the joint
supervision of a Certified School Psychologist located at a local school, as well as with a
university faculty member credentialed as a Certified School Psychologist. Relative to the
supervision component, both practicum and internship students are required to participate in
two and a half hours of weekly university-based group supervision complemented by one
hour of site-based weekly face-to-face clinical supervision during the practicum year and
two hours of site-based face-to-face clinical supervision during the internship.
Training experiences may include individual, group, and family counseling, psychological
testing, consultation, case conference participation, and functions appropriate for a school
psychologist. The School Psychology Program uses the NASP Training Standards as a
foundation for guiding professional training experiences.
As background, the Professional Seminar & Practicum In School Psychology I-II and
Internship In School Psychology I-II follow pre-professional training experiences provided
during the first year of coursework and training. Those experiences include supervised
experiences in individual testing completed during the fall and spring of the first year,
primarily involving cognitive, academic, and personality testing, as well as a year-long
counseling sequence which includes supervised counseling experiences with video-taped
supervisory components. These pre-professional experiences illustrate the developmental,
sequential, professional-practitioner approach utilized in preparing students for the rigorous,
two-year practicum and internship components.
The Professional Seminar & Practicum in School Psychology I-II is a continuous, part-time,
ten month experience involving two and a half days of service each week. The practicum
sequence is completed during the second year of graduate training and involves a two and a
half day a week commitment totaling a minimum of 600 hours of service. The Internship in
School Psychology I-II (which can be completed on either a full-time basis in one year, or
on a part-time basis over a two year period) involves the equivalent of a year-long, full-time,
professional experience totaling a minimum of 1200 clock hours of professional service
involving the delivery of school psychological services. The internship is conceptualized as
a capstone experience.
Students who successfully complete Professional Seminar & Practicum in School
Psychology I are eligible For Professional Seminar & Practicum in School Psychology II.
Students who successfully complete Internship in School Psychology I are eligible for
Internship in School Psychology II.
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PROGRAM FACULTY
The School Psychology Program at The University of Hartford is designed to produce
competent, ethical, highly trained clinicians primarily interested in working with children in
school settings. Housed in the Department of Psychology, the program currently has three
licensed psychologists who assume primary responsibility for education and training. In
addition, the Department of Psychology has faculty with expertise in such related areas as
Cognitive Psychology, Developmental Psychology, and Health Psychology. All full-time
faculty hold doctoral degrees.
CORE FACULTY
The School Psychology Program feels fortunate to have four psychologists who assume
central responsibility for teaching and training in the School Psychology Program. All
possess extensive professional experience, in addition to the requisite academic backgrounds
required for teaching and training.
Dr. Natalie N. Politikos is an Associate Professor of Psychology and serves as Director of
the School Psychology Program. A Certified School Psychologist and Nationally Certified
School Psychologist, her interests include assessment practices in school psychology,
neuropsychology in the schools, multicultural aspects of diversity in assessment, as well as
legal and ethical mandates as they affect daily practice. She received her Ph.D. from The
University of Northern Colorado.
Dr. Tony D. Crespi is a Professor of Psychology and serves as a primary advisor for many
of the School Psychology graduate students. A Licensed Psychologist, Certified School
Psychologist, Nationally Certified School Psychologist, Certified School Counselor, and
Licensed Marriage and Family Therapist, he also holds Board Certification in School
Psychology from the American Board of Professional Psychology. He has published
extensively in areas spanning clinical supervision, credentialing, and professional training.
He received his Ed.D. from The University of Massachusetts at Amherst.
Dr. Natasha K. Segool is an Associate Professor of Psychology and serves as primary
advisor for many of the School Psychology graduate students. Dr. Segool is a Licensed
Psychologist and Nationally Certified School Psychologist. Her professional interests center
on the presentation and impact of anxiety disorders on school-aged children. In particular,
she has conducted research on the relationship between test anxiety and test performance on
high-stakes educational assessments. She is also more broadly interested in the development
and adaptation of evidence-based treatments for emotional and behavioral disorders in
school-based settings and in ways to increase children’s access to mental health care through
school and pediatric settings. She received her Ph.D. from The University of Michigan.
Dr. Robert M. Leve is an Associate Professor of Psychology. A Licensed Psychologist and
Board Certified Behavior Analyst, he also holds Board Certification from the American
Board of Professional Psychology. His interests include Child and Adolescent Therapy,
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Learning Theory, and Applied Behavior Analysis. He received his Ph.D. from the
University of Maryland.
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BROAD PROGRAMMATIC MISSION, GOALS, AND OBJECTIVES
The mission of the School Psychology Program is to prepare school psychologists with particular
competencies to work in the schools with children, families, and educational systems. The
program is designed to prepare highly qualified practitioners whose primary role is to maximize
learning and developmental opportunities for children. Specifically, the program’s primary goal is
to produce highly competent clinicians who will meet employment demands for services
involving: 1) Assessment and Diagnosis, 2) Counseling and Psychotherapy, and 3) Consultation
and Collaboration.
Mission: To prepare highly qualified school psychologists with particular competencies to work
with children, families, and educational systems.
Goal I: To train specialist school psychologists with particularly strong competencies involving
assessment and diagnosis. [The program fosters and maintains an education and training
environment in which students are firmly grounded in a data-based knowledge base and
accountability framework to achieve this goal].
Objectives:
A) Students will be well grounded and demonstrate knowledge and competencies
involving cognitive, psychoeducational, and personality assessment measures.
B) Students will demonstrate knowledge of and competencies in major classification
and diagnostic systems upon which special education and mental health classificatory
and diagnostic decisions are constructed.
C) Students will receive pre-practicum, practicum, and internship experiences upon
which assessment and diagnostic skills can be established.
D) Students will demonstrate knowledge of inter-individual differences impacting
assessment and diagnosis (e.g. learning abilities and disabilities, child
psychopathology, gender, culture, socioeconomics, and life span development.
E) Students will integrate knowledge of life span development, student diversity, and
child psychopathology into psychological assessment and diagnostic evaluations.
Goal II: To train specialist level school psychologists with particular competencies involving
counseling and psychotherapy. [The program emphasizes this goal through an intense coursework
sequence and integrated practicum and internship continuum which embraces an empirically
validated approach to prevention, crisis intervention, and mental health].
Objectives:
A) Students will be well-grounded in and demonstrate knowledge of major counseling
models and perspectives including individual, group, and family frameworks.
B) Students will understand, articulate, and practice knowledge of prevention, crisis
intervention, and mental health approaches to promote mental health and well-being
in children through practicum and internship experiences.
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C) Students will have knowledge of individual, group, and family systems and those
interventions able to be implemented within educational systems.
D) Students will understand the mixture of multicultural diversity, gender development,
child psychopathology, and associated family, social, and community influences on
counseling and development.
E) Students will demonstrate knowledge of, adherence to ethical and legal guidelines
involving the delivery of mental health services to children within the context of
schooling.
Goal III. To train specialist level school psychologists with particular competencies in
consultation and collaboration. [The program provides in-depth training and supervision].
Objectives:
A) Students will demonstrate a conceptual understanding of major consulting models,
B) Students will practice consulting skills and develop specific evaluations reflecting
consulting skills through a sequential progression of pre-practicum, practicum, and
internship experiences.
C) Students will develop a consulting philosophy and professional portfolio outlining
professional kills and competencies.
D) Students will demonstrate professional skills and the identity of a school psychology
trainee able to consult with multiple constituencies and stakeholders.
E) Students will demonstrate knowledge of major consulting skills and roles able to
positively impact children, families, classrooms, and schools.
Goal IV: To train specialist-level school psychologists with a strong identity as a school
psychologist and with a strong commitment to ethical goals and standards.
Objectives:
A) Students will demonstrate knowledge of school psychology as a profession, and
specialty within professional psychology, and be knowledgeable about its historical
roots, traditional and emerging roles and functions, and scope of practice.
B) Students will demonstrate a strong commitment to ethical standards of practice and
demonstrate adherence to ethical and legal guidelines in all aspects of professional work.
C) Students will demonstrate knowledge of ethical and legal standards of practice
impacting school psychology in public schools as well as in private sectors of practice.
D) Students will demonstrate an understanding of ethical and legal standards in school
psychology as well as an appreciation for standards impacting related professions.
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E) Students will demonstrate professional identities as school psychologists through
membership and participation in state and national organizations and through
professional goals.
NASP PROFESSIONAL TRAINING GOALS
The National Association of School Psychologists (NASP, 2010 Standards for Graduate Preparation
of School Psychologists) has developed ten over-arching training areas which serve as major points
around which training can be organized and evaluated. They are summarized to help provide a
foundation for training and discussion.
Data-Based Decision-Making and Accountability: School psychologists have
knowledge of varied models and methods of assessment that yield information useful in
identifying strengths and needs, in understanding problems, and in measuring progress
and accomplishments. School psychologists use such models and methods as part of a
systematic process to collect data and other information, translate assessment results into
empirically-based decisions about service delivery, and evaluate the outcomes of
services. Data-based decision-making permeates every aspect of professional practice.
Consultation and Collaboration: School psychologists have knowledge of behavioral,
mental health, collaborative, and/or other consultation models and methods and of their
application to particular situations. School psychologists collaborate effectively with
others in planning and decision-making processes at the individual, group, and system
levels.
Interventions and Instructional Support to Develop Academic Skills: School
psychologists have knowledge of biological, cultural and social influences on academic
skills; human learning, cognitive, and developmental processes; and evidence-based
curriculum and instructional strategies. School psychologists, in collaboration with
others, demonstrate skills to use assessment and data-collection methods to and to
implement and evaluate services that support cognitive and academic skills.
Interventions and Mental Health Services to Develop Social and Life Skills: School
psychologists have knowledge of biological, cultural, developmental, and social
influences on behavior and mental health; behavioral and emotional impacts on learning
and life skills and evidence-based strategies to promote social-emotional functioning and
mental health.
School-Wide Practices to Promote Learning: School psychologists have knowledge of
school and systems structure, organization, and theory; general and special education;
technology resources; and evidence-based school practices that promote academic
outcomes, learning, social development, and metal health
Preventive and Responsive Services: School psychologists have knowledge of
principles and research related to resilience and risk factors in learning and mental health,
services in schools and communities to support multi-tiered prevention, and evidence-
based strategies for effective crisis response.
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Family-School Collaboration Services: School psychologists have knowledge of
principles and research related to family systems, strengths, needs, and culture; evidence-
based strategies to support family influences on children’s learning, socialization, and
mental health; and methods to develop collaboration between families and schools.
Skills in Diversity in Development and Learning: School psychologists have
knowledge of individual differences, abilities, disabilities, and other diverse
characteristic; principles and research related to diversity factors for children, families,
and schools, including factors related to culture, context, and individual and role
differences; and evidence-based strategies to enhance services and address potential
influences related to diversity.
Research and Program Evaluation: School psychologists have knowledge of research,
statistics, measurement, varied data-collection and analysis techniques and program
evaluation method sufficient for understanding research and interpreting data in applied
settings. School psychologists demonstrate skills to evaluate and apply research as a
foundation for service delivery and, in collaboration with others, use various techniques
and technology resources for data collection, measurement, analysis, and program
evaluation, to support effective practices at the individual, group, and/or systems levels.
Legal, Ethical, and Professional Practice: School psychologists have knowledge of the
history and foundations of school psychology; multiple service models and methods;
ethical, legal and professional standards; and other factors related to professional identity
and effective practice as school psychologists. School psychologists demonstrate skills to
provide services consistent with ethical, legal, and professional standards; engage in
responsive ethical and professional decision-making; collaborate with other
professionals; and apply professional work characteristics needed for effective practice as
school psychologists, including respect for human diversity and social justice,
communication skills, effective interpersonal skills, responsibility, adaptability, initiative,
dependability, and technology skills.
BACKGROUND
As a critical part to your professional training, all students in the School Psychology
Program are expected to complete two separate professional training experiences. During
the second year of graduate training, students participate in a year-long (part-time)
practicum placement. Typically, this will involve a commitment to a placement involving a
minimum of two and a half days a week (a minimum of 600 hours). Students who
successfully complete the first semester of practicum are eligible to move on to the second
semester of practicum. Following the completion of the required course work for eligibility
for certification in school psychology, students complete a year-long, full-time, internship in
a approved site. All training is conducted in neighboring school systems.
The following supervision experiences are involved:
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1. Individual face-to-face supervision for a minimum of one hour weekly from a site-
based Certified School Psychologist.
2. Group supervision on a weekly basis with a university faculty member credentialed
as Certified School Psychologist.
PROFESSIONAL WORK CHARACTERISTICS/DISPOSITIONS
Throughout their tenure in the School Psychology Program, students at all levels, including
practicum and internship, are expected to demonstrate professional dispositions in
accordance to the program and practicum/internship site. These professional dispositions
include but are not limited to: professional attire, timeliness on site/in courses, work
production presented by deadlines, and generally, behavior in accordance to the standards
and ethical guidelines set forth by the National Association of School Psychologists.
Students who are noted as having difficulties with any of professional dispositions will be
notified and will be given an opportunity for remediation. In certain circumstances, students
may be terminated from the program for lack of adherence to the above mentioned
expectations.
PRACTICUM OBJECTIVES
Practicum training precedes internship training in school psychology. That is to say, while
the internship is often viewed as a capstone to training, the practicum often serves as a more
global professional introduction to the field, introduces students to general roles,
responsibilities, and professional issues, and typically serves as the initial professional
training component.
Practicum students should:
1. Receive an opportunity to integrate theoretical, classroom knowledge with initial
applied introductory professional experiences as a school psychologist.
2. Receive continuing feedback relative to readiness for continuing with professional
training.
3. Receive a preparatory supervised training opportunity with experience in the
provision of direct service to clients. This may include co-therapy, responsibility for
selected cases as a counselor and/or psychotherapist, as well as assessment duties.
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4. Receive an opportunity to work collegially in an approved site. Attendance at
faculty/staff meetings, participation in planning and placement team meetings and
case conferences, and initial teacher and administrator consultation assignments are
important duties students can experience.
5. Receive weekly, face-to-face, site-based supervision with a certified school
psychologist complemented by weekly, group, university-based clinical supervision.
6 Receive an opportunity to share with a supervisor their professional reactions to the
process of becoming a school psychologist, thereby receiving an opportunity to
process feedback on performance issues.
7 Receive an opportunity to consider contemporary ethical consideration in school
psychology and explore the implications for professional practice.
8. Receive progressively more responsible duties and responsibilities in school
psychology.
9. Be exposed to professional mentors and role models in school psychology.
Specifically, by observing a practicing school psychologist, students are exposed to
an important trainer-trainee relationship where student can observe a credentialed
school psychologist engaged in the delivery of services.
10. Receive continuing feedback and performance evaluation regarding areas of strength
and weakness impacting the delivery of comprehensive school psychological
services.
INTERNSHIP OBJECTIVES
The Internship in School Psychology is an advanced professional training sequence
conducted following the completion of the practicum (a minimum of 1200 hours). As such,
the internship is only available to advanced students who have been evaluated as possessing
the skills and professional and emotional maturity for the professional internship. Typically,
the internship is the final training sequence prior to students receiving university
recommendation for State Department of Education certification as a school psychologist.
Internship students should:
1. Receive an intensive professional training experience beyond the level of the
professional practicum.
2. Receive continuing opportunities to integrate theoretical knowledge and applied
skills in an approved setting.
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3. Be provided with an opportunity to gain increasingly independent direct service
responsibilities. This may include assessment, counseling and psychotherapy,
consultation, and related duties expected of a school psychologist.
4. Receive an opportunity to work collegially in an approved site while gaining a
minimum of 1200 hours of professional experience. Attendance at faculty/staff
meeting and increasingly responsible participation in planning an placement team
meetings and case conferences are examples of areas where interns should
demonstrate increasingly responsible performance.
5 Receive an increasingly diverse range of problems and cases appropriate for
developing autonomous skills as a school psychologist.
6. Receive weekly, face-to-face, site-based clinical supervision with a Certified School
Psychologist complemented by university-based supervision.
7 Receive an opportunity to share with colleagues their personal and professional
experience the process of becoming a school psychologist.
8. Be provided with an opportunity to consider contemporary ethical guidelines for
school psychologists with consideration to implication for professional practice.
9. Be provided with increasingly diverse practice responsibilities, including a range of
different ages, assessment questions, and counseling and consultation assignments,
in order to develop a broad range of competencies.
10. Receive a continuum of developmentally appropriate professional experiences
intended to provide preparation for functioning as an autonomous, certified school
psychologist.
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CONNECTICUT
COMPETENCIES AND INDICATORS
FOR PERFORMANCE EVALUATION OF
SCHOOL PSYCHOLOGISTS
Connecticut State Department of Education
Bureau of Certification and Professional Development
School psychologist competencies and indicators:
Demonstrates facility in reading, writing and mathematics.
Demonstrates knowledge of his or her special area of practice in education.
Demonstrates a knowledge of personality theories and personality dynamics.
Demonstrates a knowledge of learning and emotional problems and strategies for
remediation.
Demonstrates a knowledge of psychological assessment and its application to
questions of educational development.
Demonstrates a knowledge of the physical, social, emotional and cognitive aspects
of human learning.
Demonstrates knowledge of human growth and development as it relates to the
teaching-learning process.
Demonstrates understanding of the major theories of human development.
Demonstrates understanding of how physical, social, emotional and intellectual
development affects learning.
Demonstrates understanding of the relationship between learning problems and
school adjustment problems.
Demonstrates understanding of the interrelationship between teaching styles and
learning styles.
Demonstrates understanding of the impact of stress, disability, disease and
deprivation (including neglect and abuse) on human behavior and development.
Demonstrates knowledge of the public school system.
Knows and understands the governance of schools at the local, state and federal
levels.
Understands how the organization of the district and school has an impact upon the
school community.
Understands the rights and responsibilities of students, parents and staff.
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Implements interventions to achieve selected objectives.
Plans and implements individual and/or group treatment services (i.e. individual or
group counseling, behavior modification).
Assists in designing programs to enhance the cognitive, affective, social and
vocational development of students.
Designs and develops procedures for preventing disorders, promoting mental
health and improving affective educational programs.
Monitors the effectiveness and outcomes of intervention program.
Effectively communicates with students, family members, school personnel and the
community at large.
Reports psychological evaluation findings, both written and oral, in clear, concise
and accurate terms.
Provides for two-way communication with clients and involves them in
assessment, intervention and program evaluation procedures.
Interprets school psychology services to pupils, parents, staff and the community.
Assists in developing and implementing I.E.P. components when school
psychology related services are called for.
Demonstrates an ability to transmit ideas, concepts and pertinent data in an
effective manner.
Establishes rapport with students and staff and fosters positive interactions through
verbal and nonverbal communication.
Fulfills liaison role, as appropriate, with community agents who serve the school
district.
Facilitates communication between home and school.
Helps students develop positive self-concepts.
Recognizes and understands the worth of all students and the opportunities that
racial, cultural, sexual and religious diversity present in the school environment.
Demonstrates sensitivity to and respect for the needs and feelings of students,
parents and staff.
Demonstrates patience, empathy and enthusiasm in dealing with students.
Assists staff to implement strategies which foster student positive self-concepts.
Effectively organizes time, space, materials and equipment for delivery of specialty
services.
Establishes priorities, schedules, routines and procedures for delivering specialty
services.
Makes appropriate efforts to maintain schedules, routines, and procedures to reflect
the established priorities.
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Attempts to provide a work setting that is attractive and conductive to providing
appropriate specialty services.
Assesses student needs and progress.
Evaluates human behavior on the basis of test results, clinical observations,
interviews with students, teachers, other school personnel and parents, school
records and reports of other professionals.
Independently interprets and presents findings to teachers in order to help them
understand and teach their students.
Demonstrates a working knowledge of a wide range of assessment techniques
suitable for students from ages pre-school to 21.
Selects assessment techniques which are appropriate for referral.
Coordinates assessment with school personnel so as to avoid duplication or
unnecessary procedures.
Establishes positive rapport with students in order to achieve maximum
cooperation and motivation.
Collects assessment information in accordance with established standards and
procedures.
Analyzes and integrates assessment data to facilitate an understanding of the
“whole” child.
Uses assessment instruments only for purposes and populations for which there are
acceptable validity and reliability.
Uses and encourages the use of assessment practices which lead themselves to the
development of effective educational interventions.
Effectively meets the needs of exceptional students.
Obtains and uses information about students from available records.
Demonstrates understanding of behaviors resulting from mental, physical,
emotional, sensory, speech or any other handicapping impairments.
Assists parents to better understand handicapping condition and how they interfere
with a child’s learning.
Strives to contribute to the establishment of a positive learning environment.
Identifies and assesses the social/emotional needs of students to make
recommendations for enhancing the overall learning environment of the school.
Promotes appropriate behavior standards for students.
Advocates for effective disciplinary practice given the individual needs of the
students.
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Meets professional responsibilities.
Demonstrates responsibility for professional improvement and ongoing self-
evaluation.
Assists in the planning, organization and review of school psychology services.
Works cooperatively with colleagues and administrators.
Follows the policies and procedures of the school district.
Encourages the support of parents and the community in the functioning of the school.
Obtains and uses appropriate information about students from parents.
Assists staff to achieve effective parent-teacher communication, based upon
mutual respect.
Informs parents of community resources and services and helps them gain access
to such resources as independently as possible.
Helps parents to communicate their needs and concerns effectively to school and
community agency staff.
Identifies unmet needs in the community which, if addressed, might facilitate
student learning and then advocates for the fulfillment of these needs.
Consults and collaborates with appropriate parties involved in the education of
students.
Demonstrates a knowledge of consultation theory and practice.
Consults with school personnel, families and others to facilitate the education and
psychosocial progress of children.
Assists teacher in the development of effective management strategies for students
manifesting significant educational programs.
Consults with student support specialists to implement coordinated and
comprehensive intervention/prevention programs.
Consults with parents to assist in developing home management programs and to
help them to use the results and recommendations of assessments.
Consults with administrators to assist in resolving school issues and crises that
have implications for the psychological well-being of students and staff.
Consults and collaborates with other community professional to provide a
continuum of services and advocacy for children in need.
Assists in the development of a coordinated plan for accountability and evaluation
of all services provided in order to maintain and improve the effectiveness of
services.
Serves as member of interdisciplinary teams assisting students to benefit from their
school experiences.
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Provides services and practices in accord with professional ethical and legal
requirements.
Respects the privacy of students and parents and holds in confidence all
information obtained in the course of professional services unless there is a
compelling reason to do otherwise.
Obtains informed consent of students and/or parents before taping, recording or
permitting third-party observation of counseling sessions.
Conducts services in a manner which protects the due process rights of the students
and their parents as defined by state and federal laws and regulations.
Actively seeks appropriate consultation with superiors, mentors, and peers when
expanding into areas of infrequent practice.
Limits professional activities to only those areas in which competency has been
demonstrated.
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III. FIELD EXPERIENCES/INTERNSHIP
School psychology candidates have the opportunities to demonstrate, under conditions of
appropriate supervision, their ability to apply their knowledge, to develop specific skills
needed for effective school psychological service delivery, and to integrate competencies
that address the domains of professional preparation and practice outlined in these
standards and the goals and objectives of their training program.
3.1 Supervised practica and internship experiences are completed for academic credit or
are otherwise documented by the institution. Closely supervised practica experiences that
include the development and evaluation of specific skills are distinct from and precede
culminating internship experiences that require the integration and application of the full
range of school psychology competencies and domains.
3.2 The internship is a collaboration between the training program and field site that
assures the completion of activities consistent with the goals of the training program. A
written plan specifies the responsibilities of the training program and internship site in
providing supervision, support, and both formative and summative performance-based
evaluation of intern performance.
3.3 The internship is completed on a full-time basis over one year or on a half-time basis
over two consecutive years. At least 600 hours of the internship are completed in a school
setting.
3.4 Interns receive an average of at least two hours of field-based supervision per full-
time week from an appropriately credentialed school psychologist or, for non-school
settings, a psychologist appropriately credentialed for the internship setting.
3.5 The internship placement agency provides appropriate support for the internship
experience including: (a) a written agreement specifying the period of appointment and
any terms of compensation; (b) a schedule of appointments, expense reimbursement, a
safe and secure work environment, adequate office space, and support services consistent
with that afforded agency school psychologists; (c) provision for participation in
continuing professional development activities; (d) release time for internship
supervision; and (e) a commitment to the internship as a diversified training experience.
TRAINING REQUIREMENTS AND RESPONSIBILITIES
Both practicum and internship training are integral to school psychology training. As such,
this opportunity is only available to students who have been accepted into the program and
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who have been evaluated as ready for Practicum/Internship. Overall, practicum is
considered to involve a developmental training experience with the second semester of
practicum considered more intensive than the first semester. Internship is considered to
provide students with an intensive, continuing, culminating professional experience.
While the emphasis and duties may vary somewhat from site to site, all training is expected
to provide experience in the delivery of school psychological services. As noted, practicum
students are expected to work at their sites a minimum of two and a half days a week. (Note:
The exact number of hours and specific days are determined between the student and the
work site. However, a minimum of 600 hours of supervised experience are required.)
The Internship in School Psychology is generally expected to provide a full-time, year-long,
experience in the delivery of school psychological services, totaling a minimum of 1200
clock hours of professional service. (Note: The internship may be completed over a two-
year period with the approval of the Director of the School Psychology Program.)
All students completing both practicum and internship training are required to appropriately
indicate to all clients and faculty their training status as a Practicum Student In School
Psychology or as a School Psychology Intern. This requirement must be strictly adhered to
throughout the training experience.
SITE SELECTION
The process of site selection is an important, and often personal, process which involves the
school, university faculty, and students. On the basis of individual interests, and with the
approval of the Director of the School Psychology Program, students may elect to complete
part of the practicum training in an approved child guidance agency offering educational
services, as well as in a traditional school setting. Internship training, however, must occur
in a school setting. Moreover, regardless of setting, only settings which allow supervision
from a Certified School Psychologist are used.
In preparation for the practica and/or internship, students should be expected to prepare a
professional resume/vita prior to beginning the interview process. This should contain
name, address, phone numbers, and should indicate education, relevant course work and
professional skills, as well as relevant background experiences. The resume is a
professional document which can help agency and school supervisors conduct an initial
screening of potential trainees.
Clearly, site selection involves work by the student. In addition to the preparation of a
professional resume, ordinarily the student will contact agencies and schools, with the
approval of university training faculty, to arrange an appointment for an interview. These
interviews are critical as this allows the student and the agency the opportunity to learn if the
"fit" is agreeable. In addition, the application of an appropriate training site can be viewed
as a valuable interviewing and training experience for the practicum and internship trainee.
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Relative to professional training, it should be noted that ordinarily practicum placements are
non-paid experiences. The majority of internship training sites experiences are also not
paid. However, there are, sometimes, competitive opportunities for paid internships.
Ordinarily, these are gained by the most qualified students – typically only be those who
already may hold a previous graduate degree. Students should recognize that A) A current
job may not be used as a training site as this would, minimally, constitute a dual relationship
and B) Paid internships often detract from learning opportunities as students become paid
employees. Finally, the program only uses sites within the State of Connecticut as all
students must attend weekly university-based group supervision meetings.
ON-SITE SUPERVISION
Direct supervision is provided by a supervisor at the site. As the relationship between the
student and supervisor is critical to the success of the experience, students should carefully
weigh the "fit" with a potential supervisor. Supervisors provide a minimum of one hour of
individual face-to-face supervision weekly for practicum students and two hours of
supervision for interns.
Relative to placements, the School Psychology Program utilizes Certified School
Psychologists for all school placements. This is deemed important for socialization.
Trainees interested in seeking training in non-traditional school settings should be aware that
while there are a number of Licensed Psychologists who are also Certified School
Psychologists, these individuals are not in abundance. Further, the program strongly
believes in school-based training. All students seeking to become Certified School
Psychologists should know that the program only utilizes certified school psychologists as
site supervisors and non-traditional settings may only be utilized for a portion of training
experiences. Current training sites and supervisors follow.
20
SCHOOL PSYCHOLOGY SUPERVISION CASE PRESENTATION FORMAT
(for additional information please see Case Guidelines in Appendix)
Background
Age:
Grade/Location:
Year Identified For Special Education
Services Provided
Family Background
Developmental/Social Life Skills
Assessment Protocols
Cognitive Assessment
Academic Skills
Personality Assessment
Evaluative Recommendations
Behavioral
Academic
Social Skills
Team Decisions
21
SITE GRIEVANCES
When students are dissatisfied with the placement, or supervisor, these concerns should be
directed to the on-site supervisor. If this proves unsuccessful, the student should discuss
these issues with the faculty supervisor. If the faculty supervisor is unable to address and
resolve the issue(s), the faculty supervisor may speak with the on-site supervisor. Students
may request a change of placement in the event the difficulties are deemed unresolvable.
However, every effort must be made to resolve difficulties before a change is made as the
training placement is viewed as a contractual agreement. Changes in placements are likely
to delay graduation and program completion as a new placement will ordinarily begin the
following Fall.
In the event that on-site supervisors feel trainees are unsatisfactory, the supervisor should
first speak directly with the student. If unsuccessful, the supervisor should contact the
university faculty. The on-site supervisor may request to terminate a student placement.
However, the supervisor is expected to consult with the Director of the School Psychology
Program before making final determination.
When students are dissatisfied with the university supervisor, the student may speak directly
with that supervisor. If unable to resolve the difficulty, students should speak with their
advisor.
In the event that the academic advisor is the same as the supervisor, they should speak with
a member of the core faculty. Faculty supervisors may request a change of student
supervisee through this procedure if another faculty member is available and willing to
provide supervision.
MALPRACTICE INSURANCE
All students are expected to obtain malpractice insurance prior to the start of practicum
training. A critical professional responsibility, the program faculty can provide information
on relatively low-cost insurance which can be obtained - usually at student rates - prior to
beginning the second year of training.
PRACTICUM EVALUATION
1. Throughout the semester, on-site and university faculty supervisors will conduct an
on-going evaluation of the student's progress.
2. A written evaluation will be completed at the end of each semester by the on-site
supervisor, as well as by the student. Students are responsible for maintaining
records of client contact hours, assessment responsibilities, and overall duties which
are then validated by the on-site supervisor. This documentation is turned in to the
university supervisor. All supervisors must complete formal outcome assessment
evaluations contained in this document.
22
3. Periodically, on-site supervisors will meet, either individually or as a group, with
university faculty to review each student.
4. During the semester, each student will have an individual interview with their major
advisor. At that time, the faculty will provide evaluation for continuation in
professional training. Students are encouraged to ask faculty for feedback as to
strengths and weaknesses. This is an opportunity for the student to receive feedback
which they can expect throughout the course of their program.
5. At the end of each semester, students will receive a grade in the training sequence.
Each student will have unique strengths and weaknesses to address during the
training. Students should note that:
Decisions regarding continuation include:
1. Written self-reports by students.
2. Faculty evaluations.
3. Academic progress.
4. On-site supervisor evaluative reports.
Criteria regarding readiness for advanced practicum training and recommendation for
certification include demonstrated emotional maturity; professionalism; relationship skills;
and organizational, assessment, and clinical skills.
INTERNSHIP EVALUATION
Successful entry into the Internship in School Psychology is predicated on the successful
completion of the practicum sequence. Successful completion of the Internship in School
Psychology utilizes the same guidelines as those used for practicum. In addition, successful
completion requires the following:
1. All written evaluations by the school/agency and university faculty must document
satisfactory clinical and professional development over the course of training.
2. The student must have received passing grades and positive evaluative reports
during the internship.
3. All supervision summaries must be appropriately signed.
4. The student must be able to present, satisfactorily, a clinical case presentation which
may include psychological testing, as well as clinical material, and the student must
be able to offer competent intervention strategies, and respond favorably to
questions from university faculty regarding scholarly, ethical, and clinical issues.
23
CERTIFICATION
Professional credentialing to become a Certified School Psychologist, and ultimately, a
Nationally Certified School Psychologist, is a challenging undertaking. While the School
Psychology Program at The University of Hartford is designed to prepare competent and
ethical school psychologists who, presumably, will seek state and/or national certification.
The process of certification is not automatic. Rather, endorsement for certification reflects a
continuing development and refinement of professional skills, as well as the reflection of a
sense of clinical and professional maturity. Students are encouraged to seek input from the
faculty on their development and to carefully assess their development as they progress
through the program. In addition, while the program standards are high and designed to
prepare students for certification in Connecticut, students interested in seeking certification
in states other than Connecticut are encouraged to acquire certification material from those
individual states.
CONCLUDING COMMENTARY
Practicum and internship training is a critical component to your development in becoming a
Certified School Psychologist. At The University of Hartford, the School Psychology
Program is deeply committed to developing highly qualified clinicians who can provide
exemplary service in a range of settings. We feel fortunate to possess a faculty with
unusually strong academic and professional skills who have practiced in a range of
professional settings. In addition, the faculty are deeply committed to developing highly
competent professionals and colleagues with a broad range of expertise in school
psychology. In terms of professional training, the Professional Seminar & Practicum in
School Psychology I & II and Internship in School Psychology I & II are a critical
component to the program, and to your training. As such, we value your input and we strive
to provide a high-level training experience. In many respects, this component is one of the
most valuable aspects to your training. Recognizing that success involves the commitment
of time, energy, and intellectual and emotional resources. Approach practicum and
internship training with enthusiasm and energy.
Commit yourself to excellence.
24
The University of Hartford
Department of Psychology
School Psychology Program
Professional Activity Log Guidelines And Forms
GENERAL GUIDELINES
Activity logs are generally intended to serve as documentation regarding the amount and
type of professional service rendered during practicum and internship training. The logs are
intended to provide verification of experience for credentialing as a school psychologist.
Logs should be maintained throughout the entire training experience. Further, logs will be
submitted to the university supervisor at a minimum of once each semester, and will be
checked periodically.
The attached descriptive log provides an overview of general categories and services
rendered by school psychology trainees. In general, it is expected that all professional
activities will be recorded.
Trainees are encouraged to complete daily logs, tabulating logs weekly and monthly.
Summaries should be reviewed weekly with the site supervisor, as this can provide an
overview on responsibilities and duties.
DEFINITIONS AND TERMS
Assessment/Evaluation: All duties involving psychological assessment.
Preparation This may include chart reviews, pre-referral meetings, practice test
administrations, etc.
Assessment This includes client observations, parent and teacher interviews, and
actual test administration.
Report Preparation This includes test scoring, report writing, etc.
Interpretive Meetings Any parent conferences, planning and placement team
meetings, staff conferences, and overall meetings are included.
25
Mental Health/Counseling/Psychotherapy: All responsibilities involving student
counseling is included in this area. Generally, this would include individual, group,
and family counseling, as well as crisis intervention, home visits, and documentation.
Individual Counseling Counseling one to one with clients.
Group Counseling Counseling services provided to groups.
Family Counseling Counseling provided to students with family members.
Consultation/Collaboration: Consultation services can represent a wide range of
services for a school psychologist. The following categories serve as representative
types:
School Consultation Consultation with teachers, special services staff, and
administrators.
Parent Consultation Consultation provided to families.
Agency Consultation Consultation with local agencies.
Supervision/Training: School Psychology Trainees are involved in a range of
supervisory experiences, including face-to-face supervision with their site supervisor,
as well as training activities.
Field Supervision Site supervisor supervision. This can include case discussions,
report reviews, etc.
University Supervision The internship seminar class is required weekly. In addition,
meetings with your advisor, and/or the Director of the School Psychology Program
to discuss placement issues should be recorded.
General Observations Trainees may visit and observe different schools to broaden
their knowledge. This should be recorded. In addition, observing PPT's in which you
are not directly involved should be noted.
Inservice Training Many schools offer a range of inservice training. Students who
participate in training, or who attend state or regional workshops should note this.
Examples might include Connecticut Association of School Psychologist
workshops.
26
PRACTICUM LOG
Department of Psychology School Psychology Program
DATE:
Monday Tuesday Wednesday Thursday Friday WEEKLY TOTALS
ASSESSMENT
Cognitive
Behavioral
Projective
Achievement
Other
REPORT WRITING
CONSULTATION
Parent
Teacher
Administrator
Other
COUNSELING
Individual
Group
CRISIS INTERVENTION
PREVENTION
MEETINGS
Pre-referral
IEP
504 Plans
SUPERVISION
Field Supervisor
College Supervisor
OTHER ATTACH EXPLANATION
DAILY TOTAL HOURS WEEKLY TOTAL HOURS:
CUMULATIVE TOTAL HOURS
FOR SEMESTER:
O = Observation P = Partial Responsibility
FR = Full Responsibility
Student Signature Field Supervisor Signature University Supervisor Signature Date: Date: Date:
27
Internship Log
Department of Psychology School Psychology Program
DATE:
Monday Tuesday Wednesday Thursday Friday WEEKLY TOTALS
ASSESSMENT
Cognitive
Behavioral
Projective
Achievement
Other
REPORT WRITING
CONSULTATION
Parent
Teacher
Administrator
Other
COUNSELING
Individual
Group
CRISIS INTERVENTION
PREVENTION
MEETINGS
Pre-referral
IEP
504 Plans
SUPERVISION
Field Supervisor
College Supervisor
OTHER ATTACH EXPLANATION
DAILY TOTAL HOURS WEEKLY TOTAL HOURS:
CUMULATIVE TOTAL HOURS
FOR SEMESTER:
O = Observation P = Partial Responsibility
FR = Full Responsibility
Student Signature Field Supervisor Signature University Supervisor Signature Date: Date: Date:
28
UNIVERSITY OF HARTFORD
DEPARTMENT OF PSYCHOLOGY
SITE SUPERVISOR AND STUDENT EVALUATION FORMS
PRACTICUM AND INTERNSHIP TRAINING
Department of Psychology
University of Hartford
200 Bloomfield Avenue
West Hartford, CT 06117
29
PRESERVICE PERFORMANCE ASSESSMENT FOR PRACTICUM OR PRACTICUM EQUIVALENT Professional Standards for School Psychologists
The following Assessment should be completed by the Field Supervisor. It is expected that
this be completed twice in the year long Practicum- once mid way through and at the conclusion of
the Practicum.
It is expected that the Student spend the first month of Practicum “shadowing” the Field
Supervisor, and being acquainted with the specific policies and procedures of the school site and
school system. Gradual assumption of responsibilities may occur at this point. At the conclusion of
the Practicum, it is expected that Graduate Student will have been assigned individual counseling
cases, co-lead a group counseling activity, assisted the Field Work Supervisor with a variety of
assessment pieces, but will NOT have assumed the responsibilities of an entire case. Specifics
might include, but are not limited to, completing a Functional Analysis of Behavior, administering,
scoring and interpreting the Cognitive Assessment Data for a Triennial, then an Initial Eligibility
Case, participating in Curriculum Based Measurement if the site employs such methods,
conducting the Social-emotional assessment, etc. As the year continues, responsibilities should be
gradually added to ensure student success. Student knowledge and skill base will progress as the
student integrates information from courses and experience from the practicum setting and
discussion with the Field Work Supervisor.
The following evaluation should be completed with discussion between the student and
field work supervisor. Please return the mid year review by the end of the first semester. Should
adequate progress not be observed, the mid year meeting with the student, field work supervisor
and the university supervisor will address the issues and establish a plan to speak to the
competency issues.
Name of
Student
Name of Field Work
Supervisor
Name of Practicum Site Semester
FALL
SPRING
30
ASSESSMENT
1. DEMONSTRATES A SYSTEMATIC PROCESS TO COLLECT DATA AND OTHER INFORMATION AS PART OF ASSESSMENT. a. Conducts Interviews b. Record Reviews (Permanent Records, Pre-referral, Confidential) c. Discusses factors when deciding the use of formal and informal measures to collect data (classroom artifacts, cultural, linguistic influences, familial impact, effects of social, emotional, biological dynamics). d. Increased understanding of the underlying issues in assessing diverse student groups.
Rating: Specific Evidence:
2. COMPETENCY EVIDENCED WHEN ADMINISTERING, SCORING AND
INTERPRETING FORMAL TESTS AND MEASURES. a. Cognitive: List specific tests and measures b. Personality: List specific tests and measures c. Achievement: List specific tests and measures d. Rating Scales: List specific scales e. Knowledge of psychometric issues as they are related to test use, interpretation.
Rating: Specific Evidence:
3. OBSERVATIONS CONDUCTED IN THE NATURAL SETTING(S) (I.E.: STRUCTURED, DIRECT) a. Student b. Classroom Environment/Setting
Rating: Specific Evidence:
4. CONDUCTS FUNCTIONAL ASSESSMENT OF BEHAVIOR
Rating: Specific Evidence:
5. DEVELOPING SKILLS IN INTERVENTION DESIGN BASED ON DATA. a. Recommendations increasingly data-driven b. Capacity to evaluate and translate assessment results into academic and/or behavioral goals and outcomes. c. Identification of student strengths and needs
d. Demonstrates knowledge of individual differences
Rating: Specific Evidence:
6. ABLE TO COMPOSE A COGENT, INFORMATIVE PSYCHOLOGICAL
REPORT THAT a. Presents data succinctly b. Informs the reader using understandable language c. Enumerates recommendations based on data in case presentation
Rating: Specific Evidence:
Overall Rating in the area of : ASSESSMENT Rating: Additional Comments:
Rating Scale: 1=significantly below expected level of a practicum student, 2= below expected level of a practicum student, 3= at the expected level of a practicum student, 4= above expected level of a practicum student. and 5= significantly above expected level of a practicum student. No Opportunity to Observe= NOO No Opportunity to Demonstrate= NOD
31
PREVENTION/INTERVENTION
1. DEMONSTRATES UBCREASED UNDERSTANDING OF THE
CULTURAL, BIOLOGICAL AND SOCIAL INFLUENCES ON BEHAVIOR a. Articulates a professional orientation when offering counseling services b. Exhibits increased understanding of strategies for putting theory into practice c. Effective use of techniques to assist students to talk
about themselves/issues. (i.e.: rapport building, reflection encouragers.)
Rating: Specific Evidence:
2. INCREASING SKILLS IN DEVELOPING COUNSELING PLANS THAT
ARE DATA DRIVEN. a. Articulated goals b. Session Objectives c. Evaluation for Effectiveness
Rating: Specific Evidence:
3. ABLE TO DEVELOP EFFECTIVE BEHAVIOR PLANS a. Uses data to monitor progress b. Progress informs changes to plan, if necessary
Rating: Specific Evidence:
4. DEMONSTRATES UNDERSTANDING OF SCHOOL ORGANIZATION a. Culture, policies and procedures b. The relationship between General Education and Special
Education services, support, personnel)
Rating: Specific Evidence:
5. COMPREHENDS THE SCHOOL’S CRISIS RESPONSE PLAN/MODEL a. Is knowledgeable about procedures b. Understands the role of the School Psychologist in crisis c. Understands procedures for the welfare and safety of
children
Rating: Specific Evidence:
Overall Rating in the area of : PREVENTION/INTERVENTION Rating: Additional Comments:
Rating Scale: 1=significantly below expected level of a practicum student, 2= below expected level of a practicum student, 3= at the expected level of a practicum student, 4= above expected level of a practicum student. and 5= significantly above expected level of a practicum student. No Opportunity to Observe= NOO No Opportunity to Demonstrate= NOD
32
ETHICAL LEGAL ISSUES
1. RECOGNIZES THEIR OWN PERSONAL BIAS AND PREJUDICE AND IS ABLE TO ARTICULATE HOW TO MINIMIZE THEIR INFLUENCE
Rating: Specific Evidence:
2. ABLE TO ILLUSTRATE THE APPLICATION OF AN ETHICAL
DECISION-MAKING MODEL a. When faced with an ethical dilemma b. School policies and procedures that might impact School Psychology practice.
Rating: Specific Evidence:
3. KNOWS THE LEGAL MANDATES THAT INFORM THE PRACTICE OF SCHOOL PSYCHOLOGY a. Special Education Laws (IDEA-all revisions) b. Other Legal Mandates (Section 504, ADA) c. Parental Rights and Responsibilities d. Informed Consent, Privacy etc
Rating: Specific Evidence:
4. SHOWS THE APPLICATION OF ETHICAL CODES AND
PROFESSIONAL CONDUCT GUIDELINES AS THEY APPLY TO
ASSESSMENT PRACTICE a. Analyzes reliability, validity and fairness in testing issues b. Appropriateness of particular test instruments, testing protocols to particular assessment case(s) c. Training and professional development awareness of limitations of skills.
Rating: Specific Evidence:
5. ADVOCATES FOR THE SAFETY AND WELL-BEING OF CHILDREN
Rating: Specific Evidence:
Overall Rating in the area of : ETHICAL/LEGAL ISSUES Rating: Additional Comments:
Rating Scale: 1=significantly below expected level of a practicum student, 2= below expected level of a practicum student, 3= at the expected level of a practicum student, 4= above expected level of a practicum student. and 5= significantly above expected level of a practicum student. No Opportunity to Observe= NOO No Opportunity to Demonstrate= NOD
33
PROFESSIONAL CHARACTERISTICS AND BEHAVIORS
1. ALL PROFESSIONAL SERVICES ARE PERFORMED WITH HIGH
REGARD FOR THE RESPECT FOR HUMAN DIVERSITY
Rating: Specific Evidence:
2. COMMUNICATION SKILLS a. Expression Features b. Interpersonal skills when interacting with children,
parents, teachers, other professionals.
Rating: Specific Evidence:
3. DEMONSTRATES ETHICAL RESPONSIBILITY a. Knows limitations and asks for clarification b. Utilizes Supervision (accepts feedback, integrates and
implements) c. Presents as a professional in the school site (punctual for
professional obligations)
Rating: Specific Evidence:
4. ADAPTABILITY a. Flexible and responsive to system, individual needs
Rating: Specific Evidence:
5. INITIATIVE AND DEPENDABILITY. a. Follows through with commitments
b. Organized c. Demonstrated resourcefulness d. Able to handle increased levels of demands and stress
Rating: Specific Evidence:
Overall Rating in the area of : PROFESSIONAL CHARACTERISTICS AND BEHAVIORS
Rating: Additional Comments:
Rating Scale: 1=significantly below expected level of a practicum student, 2= below expected level of a practicum student, 3= at the expected level of a practicum student, 4= above expected level of a practicum student. and 5= significantly above expected level of a practicum student. No Opportunity to Observe= NOO No Opportunity to Demonstrate= NO
34
COMMUNICATION AND INFORMATION TECHNOLOGY
1. DEVELOPING PROFESSIONAL LEVEL WRITTEN COMMUNCIATION
SKILLS a. Psychological reports b. Counseling notes/reports c. Other assessment, evaluation, research
Rating: Specific Evidence:
2. WELL DEVELOPED SKILLS WHEN PRESENTING INFORMATION
ORALLY. a. Presenting assessment data at team meetings b. Presenting assessment data at IEP meetings c. Training or inservices the student might offer d. Easily understood or able to state information in other ways to increase listener comprehension
Rating: Specific Evidence:
3. COMPETENCY IN COMPUTER/ USE OF TECHNOLOGY a. Utilizes the e-mail system for communication b. Utilizes appropriate internet resources to inform practice c. Proficient in using Word Processing for report generation d. Edits work for errors e. Uses available assessment software in an ethical manner
Rating: Specific Evidence:
Overall Rating in the area of : COMMUNICATION AND INFORMATION TECHNOLOGY
Rating: Additional Comments:
Rating Scale: 1=significantly below expected level of a practicum student, 2= below expected level of a practicum student, 3= at the expected level of a practicum student, 4= above expected level of a practicum student. and 5= significantly above expected level of a practicum student. No Opportunity to Observe= NOO No Opportunity to Demonstrate= NOD
35
PRESERVICE PERFORMANCE ASSESSMENT FOR PRACTICUM OR PRACTICUM EQUIVALENT Professional Standards for School Psychologists
SUMMARY DECISION FOR PRACTICUM PERFORMANCE ASSESSMENT
STANDARD OVERALL RATING
Assessment Prevention/Intervention Ethical Legal Issues Professional Characteristics and Behaviors
Communication and Information Technology
Please list strengths observed in the graduate student that may not have been addressed: Please list those areas the graduate student should focus on for further skill enhancement: I observe sufficient progress in this student at this level of training: Yes No Field Site Supervisor’s Signature Date Student Signature Date University Supervisor’s Signature Date
36
PRESERVICE PERFORMANCE ASSESSMENT FOR INTERNSHIP OR INTERNSHIP EQUIVALENT Professional Standards for School Psychologists
The following Assessment should be completed by the Field Supervisor. It is expected that
this be completed twice in the year long Internship- once mid way through and at the conclusion of
the Internship.
It is expected that the student spend the first two weeks of Internship “shadowing” the Field
Supervisor, and being acquainted with the specific policies and procedures of the school site and
school system. Gradual assumption of responsibilities may occur at this point. At the conclusion of
the Internship, it is expected that Graduate Student will have been assigned the following:
1) Case Studies:
Consultation: Academic Problem Consultation: Behavioral Problem Comprehensive Psychological Evaluations (2) Counseling Case Prevention or Staff Professional Development These cases will be completed per Case Guidelines for submission to the University and inclusion in the Professional Portfolio.
2) Complete a minimum of 10 psycho-educational cases independently 3) Co-lead at least 2 groups 4) Counseling Cases: 5-10 5) Consultation Cases: 5-10
The following evaluation should be completed with discussion between the student and
field work supervisor. Please return the mid year review by the end of the first semester. Should
adequate progress not be observed, the mid year meeting with the student, field work supervisor
and the college supervisor will address the issues and establish a plan to speak to the competency
issues.
Name of
Student
Name of Field Work
Supervisor
Name of Internship Site Semester
FALL
SPRING
37
I PROFESSIONAL BEHAVIORS AND CHARACTERISTICS
Rating Scale: 1=significantly below expected level of a internship student, 2= below expected level of a internship student, 3= at the expected level of a internship student, 4= above expected level of a internship student. and 5= significantly above expected level of a internship student. No Opportunity to Observe= NOO
PROFESSIONAL BEHAVIORS AND CHARACTERISTICS
RESPECT FOR HUMAN DIVERSITY:
Rating: Specific Evidence:
EFFECTIVE COMMUNICATION SKILLS
Rating: Specific Evidence:
EFFECTIVE INTERPERSONAL RELATIONS
Rating: Specific Evidence:
ETHICAL RESPONSIBILITY
Rating: Specific Evidence:
ADAPTABILITY
Rating: Specific Evidence:
INITIATIVE AND DEPENDABILITY
Rating: Specific Evidence:
Overall Rating in the area of : PROFESSIONAL BEHAVIORS Rating: Additional Comments:
38
II Domains of School Psychology Training and Practice
DOMAIN I: DATA-BASED DECISION-MAKING AND ACCOUNTABILITY
1.1 ADMINISTER, SCORE AND INTERPRET FORMAL, NORM-REFERENCED ASSESSMENT INSTRUMENTS.
Rating:
1.2 ADMINISTER, SCORE AND INTERPRET INFORMAL ASSESSMENT
INSTRUMENTS. Rating:
1.3 CLARIFY AND ANALYZE PROBLEMS OF CLASSROOMS USING
SCIENTIFIC DATA GATHERING METHODS. Rating:
1.4 CLARIFY AND ANALYZE PROBLEMS OF SYSTEMS USING
SCIENTIFIC DATA GATHERING METHODS. Rating:
1.5 GENERATE HYPOTHESES AND FORMULATE GOALS LINKING
ASSESSMENT RESULTS TO PLANNED INTERVENTIONS. Rating:
1.6 GENERATE HYPOTHESES AND FORMULATE GOALS LINKING
ASSESSMENT RESULTS TO PLANNED INTERVENTIONS. Rating:
ADDITIONAL COMMENTS:
DOMAIN 2: INTERPERSONAL COMMUNICATION, COLLABORATION, AND
CONSULTATION.
2.1 Employs behavioral, mental health, collaborative and/or other consultation models.
Rating:
2.2 Advocates for change at various levels (individual, classroom, building and/or district)
Rating:
2.3 Exhibits positive interpersonal skills in professional interactions including capacity to listen, adapt, address ambiguity, patience, and respect for people from diverse groups.
Rating:
2.4 Presents information clearly to parents, teachers and administrators.
Rating:
Additional Comments:
Rating:
DOMAIN 3: EFFECTIVE INSTRUCTION AND DEVELOPMENT OF
COGNITIVE/ACADEMIC SKILLS
3.1 EMPLOYS A VARIETY OF ASSESSMENT TECHNIQUES AND
INSTRUCTIONAL METHODS TO ENHANCE LEARNING OF STUDENTS
AT THE INDIVIDUAL, GROUP, AND/OR SYSTEMS LEVELS.
Rating:
3.2 LINKS ASSESSMENT DATA TO THE DEVELOPMENT OF
EFFECTIVE INSTRUCTIONAL STRATEGIES BASED ON KNOWLEDGE
OF HUMAN LEARNING PROCESSES.
Rating:
3.3 DEVELOPS COGNITIVE AND ACADEMIC GOALS FOR
STUDENTS WITH DIVERSE LEARNING STYLES, ABILITIES, DISABILITIES AND BACKGROUNDS.
Rating:
3.4 IDENTIFIES INTERVENTIONS TO ASSIST STUDENTS TO
ACHIEVE COGNITIVE AND ACADEMIC GOALS. Rating:
Additional Comments:
Rating Scale: 1=significantly below expected level of a internship student, 2= below expected level of a internship student, 3= at the expected level of a internship student, 4= above expected level of a internship student. and 5= significantly above expected level of a internship student. No Opportunity to Observe= NOO
39
DOMAIN 4: SOCIALIZATION AND DEVELOPMENT OF LIFE
COMPETENCIES
4.1 USE KNOWLEDGE OF SOCIAL AND EMOTIONAL
DEVELOPMENT OF CHILDREN WITH DIFFERENT ABILITIES, DISABILITIES, STRENGTHS AND NEEDS TO DEVELOP APPROPRIATE
BEHAVIORAL, SOCIAL, AND EMOTIONAL GOALS.
Rating:
4.2 FORMULATE DIRECT AND INDIRECT INTERVENTION
STRATEGIES SUCH AS CONSULTATION, BEHAVIOR MANAGEMENT
AND COUNSELING FOR CHILDREN TO ACHIEVE GOALS.
Rating:
4.3 COLLECT DATA TO EVALUATE THE EFFECTIVENESS OF
INTERVENTIONS. Rating:
ADDITIONAL COMMENTS
DOMAIN 5: STUDENT DIVERSITY IN DEVELOPMENT AND LEARNING
5.1 UNDERSTAND THE EFFECTS OF INDIVIDUAL DIFFERENCES, ABILITIES, DISABILITIES AND THE POTENTIAL INFLUENCES OF
BIOLOGICAL, SOCIAL, CULTURAL, ETHNIC, EXPERIENTIAL, RACIAL, SOCIOECONOMIC, GENDER-RELATED, AND LINGUISTIC FACTORS
IN CHILDREN’S DEVELOPMENT AND LEARNING.
Rating:
5.2 USE KNOWLEDGE OF THESE POSSIBLE EFFECTS AND
INFLUENCES TO PLAN AND IMPLEMENT INTERVENTIONS TO
ACHIEVE LEARNING AND SOCIAL/BEHAVIORAL OUTCOMES.
Rating:
5.3 ADAPT INTERVENTIONS TO THE INDIVIDUAL NEEDS AND
CHARACTERISTICS OF EACH STUDENT AND THAT STUDENT’S
RESPECTIVE FAMILY SYSTEM.
Rating:
5.4 ARTICULATES POTENTIAL IMPACT OF ONE’S OWN RACIAL, CLASS, GENDER, CULTURAL AND OTHER BIASES ON DECISION
MAKING, INSTRUCTION, AND BEHAVIORS.
Additional Comments
DOMAIN 6 SCHOOL AND SYSTEMS ORGANIZATION, STRUCTURE AND
CLIMATE
6.1 UNDERSTAND SCHOOLS AND COMMUNITIES AS SYSTEMS
AND WORK WITH INDIVIDUALS AND GROUPS TO FACILITATE
POLICES AND PRACTICES THAT CREATE AND MAINTAIN SAFE, SUPPORTIVE AND EFFECTIVE LEARNING ENVIRONMENTS.
Rating:
6.2 DEMONSTRATE KNOWLEDGE OF GENERAL EDUCATION, SPECIAL EDUCATION AND OTHER EDUCATIONAL RELATED
SERVICES.
Rating:
6.3 DESIGN, IMPLEMENT, AND EVALUATE POLICIES AND
PRACTICES IN AREAS SUCH AS DISCIPLINE, VIOLENCE
PREVENTION, INSTRUCTIONAL SUPPORT, STAFF TRAINING, PROGRAM EVALUATION, TRANSITION PLANS, GRADING, RETENTION, AND HOME-SCHOOL PARTNERSHIPS.
Rating:
Additional Comments:
Rating Scale: 1=significantly below expected level of a internship student, 2= below expected level of a internship student, 3= at the expected level of a internship student, 4= above expected level of a internship student. and 5= significantly above expected level of a internship student. No Opportunity to Observe= NOO
40
DOMAIN 7 : PREVENTION, WELLNESS PROMOTION, CRISIS
INTERVENTION, AND MENTAL HEALTH
7.1 USES KNOWLEDGE OF CHILD AND ADOLESCENT
DEVELOPMENT AND PSYCHOPATHOLOGY WITH ITS POSSIBLE
BIOLOGICAL, PSYCHOLOGICAL, CULTURAL AND SOCIAL
COMPONENTS IN THE IDENTIFICATION AND RECOGNITION OF
BEHAVIORS THAT ARE PRECURSORS TO ACADEMIC, BEHAVIORAL, AND SERIOUS PERSONAL DIFFICULTIES.
Rating:
7.2 EMPLOYS EFFECTIVE PREVENTION STRATEGIES
RECOGNIZING THAT THESE PRECURSORS MAY LEAD TO SERIOUS
LEARNING AND BEHAVIOR PROBLEMS.
Rating:
7.3 PARTICIPATES IN CRISIS INTERVENTION AS NEEDED IN
COLLABORATION WITH SCHOOL PERSONNEL, PARENTS AND THE
COMMUNITY PROFESSIONALS.
Rating:
7.4 PROMOTES MENTAL HEALTH AND BEHAVIORS THAT LEAD TO
GOOD HEALTH IN COLLABORATION WITH OTHER HEALTH CARE
PROFESSIONALS.
ADDITIONAL COMMENTS
DOMAIN 8: HOME/SCHOOL/COMMUNITY COLLABORATION
8.1 DEMONSTRATES KNOWLEDGE OF FAMILY SYSTEMS; INFLUENCES ON STUDENT DEVELOPMENT, LEARNING AND
BEHAVIOR; METHODS TO PROMOTE HOME/SCHOOL/COMMUNITY
PARTNERSHIPS THAT IMPROVE OUTCOMES; THE IMPACT OF
CULTURAL ISSUES ON HOME/SCHOOL COLLABORATION; AND, OTHER FAMILY, HOME, AND COMMUNITY FACTORS THAT WORK TO
SUPPORT LEARNING AND ACHIEVEMENT IN SCHOOL.
Rating:
8.2 DEVELOPS ACADEMIC AND BEHAVIORAL GOALS FOR
STUDENTS ENHANCED BY KNOWLEDGE OF FAMILY SYSTEMS. Rating:
8.3 DEMONSTRATES KNOWLEDGE OF SCHOOL AND COMMUNITY
RESOURCES. Rating:
8.4 CREATES LINKAGES AND COORDINATE SERVICES AMONG
SCHOOLS, FAMILIES, AND COMMUNITY AGENCIES.
Additional Comments
Rating Scale: 1=significantly below expected level of a internship student, 2= below expected level of a internship student, 3= at the expected level of a internship student, 4= above expected level of a internship student. and 5= significantly above expected level of a internship student. No Opportunity to Observe= NOO
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DOMAIN 9 RESEARCH AND PROGRAM EVALUATION
9.1 HAS KNOWLEDGE OF BASIC PRINCIPLES OF RESEARCH
DESIGN, STATISTICS, EVALUATION METHODS, AND MEASUREMENT
PRINCIPLES TO EVALUATE PUBLISHED RESEARCH AND TO
IDENTIFY SOLID RESEARCH.
Rating:
9.2 UTILIZES SUCH KNOWLEDGE TO PLAN AND CONDUCT
INVESTIGATIONS. Rating:
9.3 DEMONSTRATES A PROFESSIONAL KNOWLEDGE BASE OF
RESEARCH FINDINGS, PROFESSIONAL LITERATURE, AND OTHER
RELEVANT INFORMATION.
Rating:
Additional Comments:
DOMAIN 10 LEGAL, ETHICAL SCHOOL PSYCHOLOGY PRACTICE, AND
PROFESSIONAL DEVELOPMENT
10.1 DEMONSTRATES KNOWLEDGE OF THE HISTORY AND
FOUNDATIONS OF SCHOOL PSYCHOLOGY; ETHICAL AND LEGAL
STANDARDS; AND, PROFESSIONAL PRACTICES.
Rating:
10.2 ADVOCATES FOR THE RIGHTS AND WELFARE OF CHILDREN
AND FAMILIES USING KNOWLEDGE OF PROFESSIONAL AND
LEGAL/ETHICAL STANDARDS.
Rating:
10.3 MAINTAIN INVOLVEMENT IN THE PROFESSION THROUGH
PROFESSIONAL DEVELOPMENT. Rating:
ADDITIONAL COMMENTS
DOMAIN 11 INFORMATION TECHNOLOGY
11.1 USES TECHNOLOGY TO GATHER INFORMATION, ACQUIRE
CURRENT RESEARCH FINDINGS, AND PURSUE CONTINUING
PROFESSIONAL DEVELOPMENT.
Rating:
11.2 USES COMPUTER RESOURCES TO PROMOTE EFFECTIVE AND
EFFICIENT PROFESSIONAL FUNCTIONING. Rating:
11.3 DEMONSTRATES KNOWLEDGE OF METHODS AND
STANDARDS FOR USING INFORMATION TECHNOLOGY TO ENHANCE
SERVICES.
Rating:
11.4 USES TECHNOLOGY RESOURCES AS APPLICABLE TO
DESIGN, IMPLEMENT, AND EVALUATE.
Additional Comments
Rating Scale: 1=significantly below expected level of a internship student, 2= below expected level of a internship student, 3= at the expected level of a internship student, 4= above expected level of a internship student. and 5= significantly above expected level of a internship student. No Opportunity to Observe= NOO
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PRESERVICE PERFORMANCE ASSESSMENT FOR INTERNSHIP OR INTERNSHIP EQUIVALENT Professional Standards for School Psychologists
SUMMARY DECISION FOR INTERNSHIP PERFORMANCE ASSESSMENT
STANDARD/DOMAIN OVERALL RATING
Professional Characteristics DATA-BASED DECISION-MAKING AND
ACCOUNTABILITY
INTERPERSONAL COMMUNICATION, COLLABORATION, AND CONSULTATION.
EFFECTIVE INSTRUCTION AND DEVELOPMENT OF
COGNITIVE/ACADEMIC SKILLS
SOCIALIZATION AND DEVELOPMENT OF LIFE
COMPETENCIES
STUDENT DIVERSITY IN DEVELOPMENT AND
LEARNING
SCHOOL AND SYSTEMS ORGANIZATION, STRUCTURE AND CLIMATE
PREVENTION, WELLNESS PROMOTION, CRISIS
INTERVENTION, AND MENTAL HEALTH
HOME/SCHOOL/COMMUNITY COLLABORATION RESEARCH AND PROGRAM EVALUATION LEGAL, ETHICAL SCHOOL PSYCHOLOGY
PRACTICE, AND PROFESSIONAL DEVELOPMENT
INFORMATION TECHNOLOGY
Please list strengths observed in the graduate student that may not have been addressed: Please list those areas the graduate student should focus on for further skill enhancement: I observe sufficient progress in this student at this level of training: Yes No Field Site Supervisor’s Signature Date Student Signature Date University Supervisor’s Signature Date
UNIVERSITY OF HARTFORD
School Psychology Program
STUDENT FEEDBACK SHEET
(To be completed by graduate student)
Student Name: Semester:
Site: Date :
Supervisor's Name:
Overall, how long did you meet with your site supervisor each week?
Did you receive weekly, face-to-face individual supervision.
__________________________________________________________________________
Using the following rating system, answer the questions below.
Poor Marginal Adequate Good Excellent
1 2 3 4 5
Looking at your actual work, how would you rate your experience in the following areas?
1. Data-Based Decision Making/Assessment & Accountability
2. Consultation and Collaboration .
3. Interventions and Instructional Support to Develop Academic Skills
4. Interventions and Mental Health Services to Develop Social and Life Skills
5. School-Wide Practices to Promote Learning
6. Preventive and Responsive Services
7. Family-School Collaboration Services
8. Diversity in Development and Learning
9. Research & Program Evaluation
10. Legal, Ethical, and Professional Practice
Would You Recommend This Site For Other Students?
1. Definitely
2. Possibly
3. Probably Not
4. No
45
45
M.S. & Sixth Year Certificate in School Psychology
SCHOOL PSYCHOLOGY PRACTICUM AGREEMENT
The University of Hartford’s School Psychology Program and
(School Psychology Practicum Site/School District) agree to collaboratively offer practicum training from to . This signed document indicates that in all good faith the School Psychology Practicum Site, the University of Hartford and the student trainee agree to mutually participate in a year-long training partnership. Responsibilities will include the following terms and conditions:
I. RESPONSIBILITIES OF THE UNIVERSITY OF HARTFORD
1. The University will work with the School Psychology Practicum Site to plan periodic contacts/visits (a minimum of two per 600 hours) as appropriate and mutually agreed upon.
2. The University will designate an appropriate supervisor who shall provide one hour of face-to-face supervision each week with the School Psychology Practicum Student during which the Student will discuss his/her work and the supervisor will provide consultation and assistance.
3. The University will withdraw a Practicum Student from the site if, after consultation with the School Psychology Practicum Site, the University determines this decision is appropriate.
4. The University will encourage each Student to seek coverage by a professional liability insurance during the School Psychology Practicum.
5. The University will maintain the student records and reports necessary for the Students’ School Psychology Practicum.
6. The University will assign a designated University supervisor for the School Psychology Practicum Student who will provide weekly on-campus supervision.
7. The University is co-responsible for planning the student’s activities designed to enhance the development of competencies and professionalism relative to the training goals of the program.
8. The University is co-responsible for the assurance that the planned field-based experiences allow the student's participation in educational settings and allow opportunities to integrate course work, research, theory, and practical experiences in a supervised, applied setting.
II RESPONSIBILITIES OF THE SCHOOL PSYCHOLOGY PRACTICUM SITE
1. The School Psychology Practicum Site will provide 600 clock hours of School Psychology Practicum under the supervision of a School Psychologist licensed by the Connecticut Department of Education.
2. The School Psychology Practicum Site will, in consort with NASP Training Standards, in all good faith, provide the Student with adequate resources -this includes best faith efforts to provide a safe and secure work environment, adequate working space, appropriate continuing education, and release time for college commitments including practicum supervision.
4. The School Psychology Practicum Site agrees that it will abide by all applicable federal, state and local laws, rules, and regulations in effect as of the date of this Agreement.
5. The School Psychology Practicum Site will orient the Students to the School Psychology Practicum Site’s caseload, procedures, and equipment.
6. The School Psychology Practicum Site will adhere to the ethical principles of the National Association of School Psychologists. In formal as well as informal supervision discussions, a discussion of ethical standards and dilemmas that evolve in practice will be addressed.
7. The School Psychology Practicum Site will review and evaluate students on overall skills addressed by the NASP training standards.
8. The School Psychology Practicum Site is responsible for providing the University with evaluative data in a timely fashion relative to strengths and any potential and/or actual areas of concern.
Practicum Student School Psychology Practicum Site University of Hartford Supervisor
Supervisor
46
46
M.S. & Sixth Year Certificate in School Psychology
SCHOOL PSYCHOLOGY INTERNSHIP AGREEMENT
The University of Hartford’s School Psychology Program and
(School Psychology Internship Site/School District) agree to collaboratively offer internship training from to . This signed document indicates that in all good faith the School Psychology Internship Site, the University of Hartford and the student trainee agree to mutually participate in a year-long training partnership. Responsibilities will include the following terms and conditions:
II. RESPONSIBILITIES OF THE UNIVERSITY OF HARTFORD
1. The University will work with the School Psychology Internship Site to plan periodic contacts/visits (a minimum of two per 1200 hours) as appropriate and mutually agreed upon.
2. The University will designate an appropriate supervisor who shall provide two hour of face-to-face supervision each week with the School Psychology Internship Student during which the Student will discuss his/her work and the supervisor will provide consultation and assistance.
3. The University will withdraw an Internship Student from the site if, after consultation with the School Psychology Internship Site, the University determines this decision is appropriate.
4. The University will encourage each Student to seek coverage by a professional liability insurance during the School Psychology Internship.
5. The University will maintain the student records and reports necessary for the Students’ School Psychology Internship.
6. The University will assign a designated University supervisor for the School Psychology Internship Student who will provide weekly on-campus supervision.
7. The University is co-responsible for planning the student’s activities designed to enhance the development of competencies and professionalism relative to the training goals of the program.
8. The University is co-responsible for the assurance that the planned field-based experiences allow the student's participation in educational settings and allow opportunities to integrate course work, research, theory, and practical experiences in a supervised, applied setting.
II RESPONSIBILITIES OF THE SCHOOL PSYCHOLOGY INTERNSHIP SITE
1. The School Psychology Internship Site will provide 1200 clock hours of School Psychology Internship under the supervision of a School Psychologist licensed by the Connecticut Department of Education.
2. The School Psychology Internship Site will, in consort with NASP Training Standards, in all good faith, provide the Student with adequate resources -this includes best faith efforts to provide a safe and secure work environment, adequate working space, appropriate continuing education, and release time for college commitments including internship supervision.
4. The School Psychology Internship Site agrees that it will abide by all applicable federal, state and local laws, rules, and regulations in effect as of the date of this Agreement.
5. The School Psychology Internship Site will orient the Students to the School Psychology Internship Site’s caseload, procedures, and equipment.
6. The School Psychology Internship Site will adhere to the ethical principles of the National Association of School Psychologists. In formal as well as informal supervision discussions, a discussion of ethical standards and dilemmas that evolve in practice will be addressed.
7. The School Psychology Internship Site will review and evaluate students on overall skills addressed by the NASP training standards, and will provide evaluative data in a timely manner.
8. The School Psychology Internship Site is co-responsible for the assurance that the planned field-based experiences allow the student’s participation in educational settings and allow opportunities to integrate course work, research, theory, and practical experiences in a supervised, applied setting.
Internship Student School Psychology Internship Site University of Hartford Supervisor
Supervisor